The Gold Standard


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Featured session at the Instructional Technology Council

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  • Many institutions see the use of technology as a way to increase revenues and decrease the need for campus-based classrooms and other resources. However, emerging technologies have hastened the shift from teaching- to learning-centered education. Strategies that were effective in the past no longer offer the same return on investment and elude the “gold standard” for using technology for learning. Dr. Patricia McGee will examine how we can maximize the return on the value of technology to increase learner engagement, add instructional options and improve faculty capabilities, without devaluating students, instructors or content. Epiphany 1: Teaching on TI-IN and researching ‘what really happens’ Epiphany 2: EDUCAUSE fellowship and learning ‘what really happens’
  • The Gold Standard

    1. 1. Seeking the gold standard
    2. 3. what can we all agree on? Has value Remains valuable Is attainable
    3. 4. challenges & choices What technologies make life easier, better, more satisfying? retention What strategies can capture successful applications? assessment What technologies can document success against standards? accountability What technologies increases/sustains access? access
    4. 5. Poll: What is your priority? <ul><li>Access </li></ul><ul><li>Accountability </li></ul><ul><li>Assessment </li></ul><ul><li>Retention </li></ul>
    5. 6. T&L&T Social networks Ubiquitous access, even after graduation retention Recorded interactions and feedback loops Data warehousing and analysis assessment Data collection of what is really going on with the instructor, the learner and the departments that interact with both Digital collections accountability Multiple communication modes Multiple content formats Just-in-time information and supports access
    6. 7. more, more, more
    7. 8. environments & tools LSU Alexandria Not just in class Not just via the Internet Not just on a computer
    8. 9. outcomes <ul><li>Employers report repeatedly that many new graduates they hire are not prepared to work, lacking the critical thinking, writing and problem-solving skills needed in today’s workplaces. </li></ul><ul><li>Spellings Report </li></ul>
    9. 10. evidence <ul><li>Testing to doing </li></ul><ul><li>Documenting to capturing </li></ul><ul><li>Measuring to collecting </li></ul>
    10. 11. indicators <ul><li>There are 799 million illiterate worldwide (2004) </li></ul><ul><li>Communication skills honed in higher education are critical to tech-mediated interactions </li></ul><ul><li>The US is 10th in world of 25-34-year-olds with associates degree or higher </li></ul>
    11. 12. retention <ul><li>resources trumped all other factors [in retention]… schools with money were able to secure additional resources as necessary, could implement almost any strategy they wanted to, and, perhaps more importantly in the retention debate, were able to attract more qualified and competitive students - students that were almost surely going to graduate from college, even if they were from low-income backgrounds. </li></ul>Lumina Foundation for Education (2002)
    12. 14. generations Sara McNeil, 2005
    13. 15. generations Veterans or Traditionalists Retiring from the work force 63-84 years old Sara McNeil, 2005 1922-1943
    14. 16. generations Veterans or Traditionalists Baby Boomers Retiring from the work force 63-84 years old Middle to end work force 46-62 years old Sara McNeil, 2005 1922-1943 1944-1960
    15. 17. generations Veterans or Traditionalists Baby Boomers Gen Xers Retiring from the work force 63-84 years old Middle to end work force 46-62 years old Beginning to mid work force 26-45 years old Sara McNeil, 2005 1922-1943 1944-1960 1961-1980
    16. 18. generations Nexters or Millennials Veterans or Traditionalists Baby Boomers Gen Xers Retiring from the work force 63-84 years old Middle to end work force 46-62 years old Beginning to mid work force 26-45 years old In K-20 education system 6-25 years old Sara McNeil, 2005 1922-1943 1944-1960 1961-1980 1981-2000
    17. 19. Poll: Which generation r u? <ul><li>Veteran - Traditionalist </li></ul><ul><li>Baby Boomer </li></ul><ul><li>Gen X? </li></ul><ul><li>Nexter - Millennial </li></ul>
    18. 20. homeland 2001 - present
    19. 21. learners
    20. 22. <ul><li>The percentage of college graduates deemed proficient in prose literacy has actually declined from 40 to 31 percent in the past decade. * </li></ul><ul><li>Spellings Report </li></ul>
    21. 23. learners are… <ul><li>Informal and “non-traditional” </li></ul><ul><li>A part of ubiquitous networks </li></ul><ul><li>Not so enamored of technology but believe tech skills may be an advantage (younger over older) </li></ul>
    22. 24. digital natives? <ul><li>70% never used a PDA </li></ul><ul><li>APX 50% never edited video or webpage using WYSWYG </li></ul><ul><li>APX 50% never sent a picture via phone </li></ul><ul><li>75% never email via phone </li></ul><ul><li>68% never use phone internet </li></ul><ul><li>Most do not blog, wiki, have a web site, etc. </li></ul>
    23. 25. what about those natives?
    24. 26. I don’t want anyone to see me online!! I want to separate school, work, and personal (family and social)… I don’t care who sees what?
    25. 27. acceptance & adoption <ul><li>Alignment with K-12 </li></ul><ul><li>Undergraduate vs. graduate </li></ul><ul><li>Student ownership of technology </li></ul><ul><li>Gender/culture/disciplinary differences </li></ul><ul><li>Multiple formats </li></ul><ul><li>Just-in-time, low investment information and supports </li></ul><ul><li>Life-school-work integration </li></ul><ul><li>Affordable education </li></ul>
    26. 28. faculty
    27. 29. Poll: Who are you? <ul><li>IT administrator </li></ul><ul><li>IT manager </li></ul><ul><li>Academic administrator </li></ul><ul><li>T&L Staff </li></ul><ul><li>Faculty </li></ul><ul><li>Students </li></ul><ul><li>Other </li></ul>
    28. 31. then & now
    29. 33. Poll: Where is your faculty? <ul><li>Mostly left </li></ul><ul><li>Mostly right </li></ul><ul><li>Split </li></ul>
    30. 34. what to do? <ul><li>Recognize the continuum of skill </li></ul><ul><li>Value and build on individual capabilities </li></ul><ul><li>Offer buffet-style supports </li></ul><ul><li>Just-in-time, just-in-need </li></ul><ul><li>Incentives/rewards/acknowledgements </li></ul>
    31. 35. disconnect <ul><li>Faculty at different stages of use and adoption </li></ul><ul><li>Students living in a separate technology world </li></ul><ul><li>Technology changes daily </li></ul><ul><li>IT units that deals with data management, security, identity, wireless…. </li></ul>
    32. 36. Different standards of… Expectations Assumptions Operations
    33. 37. Change occurs more readily when it is embedded in Beliefs • Values • Traditions Drew Gilpin Faust, President of Harvard
    34. 38. Managing Courses, Defining Learning: What Faculty, Students, and Administrators Want Ali Jafari, Patricia A. McGee, Colleen Carmean
    35. 39. re-thinking “systems”
    36. 40. issues <ul><li>Browser incompatibility </li></ul><ul><li>User Interface (usability) </li></ul><ul><li>Internal tools optimization </li></ul><ul><li>Integration with other campus services </li></ul>
    37. 41. we need/want <ul><li>Open sharing/publishing </li></ul><ul><li>Open-source, Licensed Packages, Out-source </li></ul><ul><li>Smartness </li></ul><ul><li>Multi-channel/modal </li></ul><ul><li>Transportability </li></ul><ul><li>Mobility </li></ul>
    38. 42. Scott Wilson, 2005
    39. 43. effect flow
    40. 44. connections <ul><li>Macro - developing national curriculum, specifying qualification standards= societal or system </li></ul><ul><li>Meso - designing an educational program or a course on institutional level = school </li></ul><ul><li>Micro - preparing course materials, designing learning environment = classroom </li></ul>
    41. 45. make it work <ul><li>According to disruptive innovation theory, some organizations use relatively simple innovations to compete in new ways and “triumph over powerful incumbents.” </li></ul><ul><li>Ron Bleed (2007) </li></ul>
    42. 46. disruptive? IM email SMS
    43. 47. keep learning @ front
    44. 48. attention
    45. 50. practice
    46. 52. motivation
    47. 53. belief
    48. 56. assessment - evaluation
    49. 58. what I want when I want it
    50. 59. cloud computing
    51. 61. Pedagogy + Web 2.0 Go2Web2.0
    52. 62. deep personalization <ul><li>MY channel(s) </li></ul><ul><li>Connectivism </li></ul><ul><li>Mobility </li></ul><ul><li>Transferability </li></ul><ul><li>Individualism </li></ul><ul><li>Reuse </li></ul>
    53. 63. participatory pedagogy <ul><li>Social networking </li></ul><ul><li>Learner contributions </li></ul><ul><li>Learner constructions </li></ul><ul><li>Learner instructions </li></ul><ul><li>Shared and Open Knowledge </li></ul><ul><li>Flipit 180 - Brenda Laurel </li></ul><ul><li>A Hero’s Journey -South Mountain Community College </li></ul>
    54. 65. open entry open exit <ul><li>Flexible time </li></ul><ul><li>Multiple ways to complete assignments </li></ul><ul><li>Controlled assessment </li></ul><ul><li>Typically no required attendance </li></ul><ul><li>Variable credit </li></ul><ul><li>“ Correspondence” model </li></ul><ul><li>Schoolcraft College </li></ul>
    55. 66. modularized curricula <ul><li>Self-paced </li></ul><ul><li>Learning Agents/Objects </li></ul><ul><li>Credit re-defined </li></ul><ul><li>Customizable </li></ul><ul><li>Revised roles </li></ul>
    56. 67. Gold standard?
    57. 69. [email_address]
    58. 71. Anthony Grasha